The notion of Socratic Note Taking is introduced to enhance students’ learning from assigned readings. SNT features students asking questions and answering their own questions while doing the readings. To test the effectiveness of SNT, half the students from two sections of a philosophy course were assigned SNT on alternating weeks. Quizzes each week alternated between the two classes as either high or low stakes in a counterbalanced format. The design was a 2 x 2 x 2 within-participants (...) factorial. On ten-point quizzes, SNT made an average difference of 1.22 points. Furthermore, the results indicate that SNT is particularly effective with weaker students, e.g., we found a nearly three-point increase on ten-point quizzes for the weakest students. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to (...) relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to (...) relate to the live event of the lecture. We adopt a phenomenological approach inspired by Vilém Flusser’s phenomenology of gestures, which assumes that a gesture like note-taking is always an event of thinking with media in which a certain freedom is expressed. But Flusser’s description of note-taking focusses on the individual note-taker. What about students’ note-taking in a lecture hall as a collective gesture? Nietzsche considered note-taking ‘mechanical,’ as if students were automatons who mindlessly transcribed a verbal flow, while Benjamin considered it an inaesthetic gesture: at best, boring; at worst, ‘painful to watch.’ In contrast, we argue that the educational potentiality of note-taking—or better, note-making—can be grasped only if we account for its mediaticity (as writing that displaces the voice), together with but distinct from its political potentiality as a collective mediality (as a ‘means without end’). Note-taking enables us to see how collective thinking emerges in the lecture, a kind of thinking that belongs neither to the lecturer nor the student, but emerges in the relation of attention established between the lecturer, students and their object of thought. (shrink)

If an AI makes a significant contribution to a research paper, should it be listed as a co-author? The current guidelines in the field have been created to reduce duplication of credit between two different authors in scientific articles. A new computer program could be identified and credited for its impact in an AI research paper that discusses an early artificial intelligence system which is currently under development at Lawrence Berkeley National. One way to imagine the future of artificial intelligence (...) is that it will be much less expensive to develop new technologies than to create new ways of thinking. Now we have done this technology, and now we go and ask why in the end it is the artificial intelligence that takes over? Well, it is not that artificial intelligence is bad, but it is not as effective as human minds or as intelligent as machine minds. Even in the past, when computers were more intelligent than humans, not all the AI programs have been so intelligent as to be intelligent enough to be called intelligent. (shrink)

This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all assume that note-making is an educational practice that merits philosophical study. Interestingly, they mostly focus on note-making as (...) a non-digital practice (putting aside the use of laptops for note-making in class), perhaps because most were written prior to the great digitisation ushered in by educational institutions’ responses to the COVID-19 pandemic. Let us first address how we see the different aspects of note-making highlighted by the contributions to the issue. (shrink)

Science urges philosophy to be more empirical and philosophy urges science to be more reflective. This markedly occurred along the “discovery of the artificial” (CORDESCHI 2002): in the early days of Cybernetics and Artificial Intelligence (AI) researchers aimed at making machines more cognizant while setting up a framework to better understand human intelligence. By and large, those genuine goals still hold today, whereas AI has become more concerned with specific aspects of intelligence, such as (machine) learning, reasoning, vision, and action. (...) As a matter of fact, the field suffers from a chasm between two formerly integrated aspects. One is the engineering endeavour involving the development of tools, e.g., autonomous systems for driving cars as well as software for semantic information retrieval. The other is the philosophical debate that tries to answer questions concerning the nature of intelligence. Bridging these two levels can indeed be crucial in developing a deeper understanding of minds. An opportunity might be offered by the cogent theme of emotions. Traditionally, computer science, psychological and philosophical research have been compelled to investigate mental processes that do not involve mood, emotions and feelings, in spite of Simon’s early caveat (SIMON 1967) that a general theory of cognition must incorporate the influences of emotion. Given recent neurobiological findings and technological advances, the time is ripe to seriously weigh this promising, albeit controversial, opportunity. (shrink)

Abstract A Note to Cogito Les Jones Blackburn College Previous submissions include -Intention, interpretation and literary theory, a first lookWittgenstein and St Augustine A DiscussionAreas of Interest – History of Western Philosophy, Miscellaneous Philosophy, European A Note on Cogito Descartes' brilliance in driving out doubt, and proving the existence of himself as a thinking entity, is well documented. Sartre's critique (or maybe extension) is both apposite and grounded and takes these enquiries on to another level. Let's take a (...) look. 'I think' somehow, for all its power, lacks something. What? Consider what one does when thinking (difficult, but we can try). Implicit in the word 'think', in fact the very essence of the word 'think', is that activity is going on, and if such activity is going on then it must be going on about something, an object, an emotion, a problem,or maybe some dreamlike state, but common to all these is that something is going on. Is that really so? Well, if that wasn't so we would be able to think in a pure state, wouldn't we? But what does a pure state of 'thinking' mean? It can't mean that there isnothing there, because if there were nothing there then no thinking would be taking place. Can it mean that we are thinking of nothing? Well no, because if we are thinking of nothing then we are thinking of something, we are contemplating the notion, or the nature, of nothing. In fact, one can argue that if we talk of something, inthis case nothing or nothingness, then in our head we have some notion of what that is, i.e. something exists in the mind for it to come out of our mouths. Thinking is a recognition of something outside the individual, for the very act of direction, which isan indispensable part of thinking, recognises, must recognise, that there are things to address outside the individual. Something else to bear in mind. According to Sartre human beings are condemned to freedom. Why condemned? Human beings did not choose to be born, but the act ofbeing born also imparts the freedom of which Sartre speaks. Freedom is something which we parrot off as being a sine qua non for the human condition. I believe that's true, but freedom in this sense isn't without its consequences for the individual humanbeing, for individual human beings handle freedom differently. To some it enables them to fly, to others it imparts immense pressures, anguish, heartbreak, unhappiness can all be associated with such freedom. Each individual is responsible for his destiny, for his direction. If someone says that God impelled him, that individual chose his or her God, and chose to obey his or her God. This believer has to sift through the multitude of things that his or her God desire of him or her. All this is fine, so long as we acknowledge what is going on here. Belief in God is, by definition, a belief. Belief, following Wittgenstein, is a language game with its rules and its boundaries. The essential feature of religion as language game are its boundaries, which can be summed up in the word belief. OK, belief has its practises which are its constituent parts, but belief is the boundary between religion and other language games, as the proof constituents are different. Our world is determined by the language used to describe everything that goes on within it. The boundaries of our world are set by the language we use. This might be better put as language gives access to ever expending boundaries. Ever expanding boundaries are only possible by ever expanding thought, and ever expanding thought is only possible by ever expanding directions to our thought brought about through language. It is a fact taken that to be conscious is to think. How could this be otherwise? Consciousness without thought just does not make sense. Imagine a state of consciousness without directional thought. What would it be like? It would be something never experienced, completely out of our understanding. Why? Because understanding itself is a directional thought process. If we say we are going outside our understanding then that is a world of void, and a world of void does not exist. Can such a world be contemplated in our thinking? Well, yes, but then it requires thinking, and thinking requires direction, and such direction requires language. Why does direction require language? Because there is no other way for human beings to articulate a directional thought. Could one point at an image without language? Well, one could have an image in mind, but the essence of saying something about it, of descriptive power, brings us back to the essence, to the power of language to direct. So what of this language of which we speak? Wittgenstein's private language argument points us towards the notion that language itself constantly develops and redevelops through human interaction. Descarte's cogito implies that thinking rules out doubt of one's own existence. But such thinking, to be valid, to make sense, to direct, must develop in a language that has developed, has been verified, by a plurality, by a plurality whose essence is social. Correct use of language symbols, i.e. words, requires that we verify and reverify the accuracy of such symbols. How do we do that? We do that in constant usage, in constant interaction, with other human beings. An individual using a private language could not be understood by others, his symbol system has not been verified by others, his meanings may not be your meanings. It follows from what we have said above that language is constructed, and is continually constructed, in a social context. Given our previous thoughts regarding verification this could not be otherwise. Language has a normative form. All language users are required, by their very use of the language, to verify the use of terms, grammar etc etc. As Wittgenstein cites (appropriately) games as a model, let us take a look. If I play e.g. Ludo, I am governed by the rules. It is not just that I may play dishonestly, for if I were to play at all that very dishonesty, to count as Ludo, would have to be rule governed. The rules of Ludo are Ludo, they are the essence and the constitution of it. Wittgenstein, particularly in his later writings, interweaves many concepts, and connects them in different and sometimes rather elusive ways. Wittgenstein sees concepts like emotions, sentiments and experiences in these interweaving maps. Of course these can be regarded as psychological concepts ** Language can be considered in another but related way, as embodying the elements of a cultural heritage. Language was seen as embodying the notion of higher culture in the arts, architecture etc. Over recent decades this has tended to shift to consider less tangible benefits, such things as oral traditions, cultural values and cultural identity. So language enables us to explore, through the achievements of past generations, cultural mores that may have laid unchallenged for many years. Many of these values and mores may be seen as independent of the language by which they are transmitted, but still this monumental accomplishment of mankind i.e. language, enables man to explore, to modify, to codify, to extend the boundaries of human experience. There are therefore massive implications for our Note on Cogito of Wittgenstein's work. Following Wittgenstein emotions and other psychological concepts can be termed depth grammar, and are distinguished by the fact that the third person of the present is recognised by observation, the first person is not. Taking Wittgenstein's well known pain example the sentence 'He is in pain' is a third person statement of an observational nature. The sentence 'I am in pain' is not derived from observation but from experience, it is an expression of that experience, it's essence is the experience. The asymmetry consists in the fact that predicting psychological attributes of others is warranted by what they do and say. By contrast, the use of such statements in the first person present tense does not rest on one's observation of one's own behaviour. (Hacker 2010:287) p 9 According to Wittgenstein 'I am in pain' is more like a cry of pain, an expression of pain, than a report of some pain. Of course this appertains for other similar statements. 'I feel good' etc. (shrink)

I consider Paulina Sliwa’s fruitful account of “taking responsibility” as “owning the normative footprint” of a wrong. Unlike most, Sliwa approaches the topic without concern for what I call “responsible agency.” I raise the possibility that this is virtue. I then question whether the “footprint” is simply given with the wrong or whether it must instead be made determinate through subsequent interaction, perhaps through conversation. I next distinguish two different kinds of conversation: a cooperative negotiation and a low-level power (...) struggle. The later is often part of what I call “the blame game.” I suggest that the “blame” of the blame game is the blame of ordinary life, to be distinguished from the technical term in the current philosophical literature, and I give an account of it. I note that one may sometimes opt out of the blame game simply by owning a generous interpretation of the footprint, something Sliwa discusses. I note that doing so is sometimes, but not always, virtuous. (shrink)

What can the creation of artificial habitats to replace old-growth forests tell us about the process, value and future of design? This chapter takes a concrete and provocative example and uses it to rethink design as a gradual, ecological action. To illustrate this understanding, the chapter begins with a description of a proposal to provide artificial habitats for wild animals such as birds, bats and invertebrates. The controversial idea to replace rapidly disappearing old-growth trees with artificial structures puts in doubt (...) habitual assumptions about the clients, procedures and goals of design. This example is of relevance to all design because the need to provide artificial habitats to nonhumans will be increasingly common under the influence of such phenomena as global warming or urbanisation. … The invention of artificial structures in place of natural habitats is described in this chapter as an incitement that highlights the need for further research into values, participants and methods of design. This discussion concludes with a proposal for an attitude of modesty in the face of increasingly overwhelming volumes of information as well as in the presence of an even greater ignorance about the futures of nondeterministic, volatile and incompletely controllable natural systems. The dilemma of design in these conditions is in the tension between its remit to act and the uncertainty that inescapably underlies any creative endeavour. (shrink)

"Plato and Nietzsche contra Phaedo-Platonism" would be an appropriate subtitle for this chapter, in which I develop a reading of Plato's Phaedo as a work of philosophical art, and Plato as a philosopher-artist (in a Nietzschean mode). The chapter includes an argument that, contrary to the standard reading, the Phaedo does not teach the doctrine of escape from the cycle of rebirth (pp. 151-160). As significant as this conclusion is in and for itself, it implies as well that Nietzsche cannot (...) appeal to this doctrine to condemn Socrates' attitude to life--though he does have other similar grounds on which to condemn him. My reading implies also that since in the Phaedo Plato subverts Socrates' style of philosophy, so objectionable to Nietzsche, we should take Plato as Nietzsche's ally in the struggle against Socrates rather than his enemy. (shrink)

This essay investigates the way in which Wolff takes an interest in the hypothesis of an emendatio of the prima philosophia from Leibniz’s incitement in De primae philosophiae emendatione, et de notione substantiae (1694) to re-found metaphysics. This makes it possible, secondly, to examine the way in which Wolff takes Johannes Clauberg’s ontology as a model, even though it represents in his view only a failed attempt at that same emendatio. Through the analysis of the texts, this article considers the (...) possibility of a new reading of the ‘failure’ attributed by Wolff to Clauberg, which would consist in his having ‘emended’ first philosophy by expelling it from the domain of ontology and finally identifying it with Cartesian prima philosophia. (shrink)

The objective of this paper is to situate the ethics of Karol Wojtyla in the context of personalist philosophy - a 20th century philosophical and theological movement that seeks to investigate reality from the point of view of the human person. Personalism places persons and personal relationships at the center of theory and practice and explores the significance of personhood across disciplines and traditions. In terms of methodology, personalism takes into consideration the data gathered by empirical sciences and our lived (...) experiences as part of our community. While not to be thought of exclusively as a moral philosophy, most personalist philosophies place strong emphasis on ethical concerns. Personalist philosophers maintain that experience ought to be the starting point for the philosophical analysis of the person. At the outset, it must be clarified that this paper is not a systematization of the ethics of Wojtyla per se for there is no such thing as Wojtyla's ethics that can be set apart from other ethical systems in general or from Christian ethics in particular. Wojtyla did not develop his own “original” ethical system or philosophy. As many critics have pointed out, Wojtyla’s philosophical project can be best described as incomplete. His work is a picture of Aristotelian-Thomism enriched by phenomenological analysis of the human person. He develops a phenomenology of the subject grounded on a personalist principle. (shrink)

We here make preliminary investigations into the model theory of DeMorgan logics. We demonstrate that Łoś's Theorem holds with respect to these logics and make some remarks about standard model-theoretic properties in such contexts. More concretely, as a case study we examine the fate of Cantor's Theorem that the classical theory of dense linear orderings without endpoints is $\aleph_{0}$-categorical, and we show that the taking of ultraproducts commutes with respect to previously established methods of constructing nonclassical structures, namely, Priest's (...) Collapsing Lemma and Dunn's Theorem in 3-Valued Logic. (shrink)

In answering my undergraduate students’ questions about what I do, I keep coming back to the term structural epistemology. If some students push me further to not hide behind terms, I tell them: I study structures (social, political, and cultural institutions and arrangements)—not all of them at the same time, obviously—and what they do to our knowledge practices (what we know and how we know). And I give some examples: how refugee regimes know “persecution,” I tell them, matters, particularly for (...) asylum seekers. I also tell them that mine is a kind of structural epistemology guided by structural concerns in women of color feminist theories. This essay is a long way of answering the question: What do I do when I do structural epistemology? I consider this question to be an important one not only as part of an effort to rethink what I take myself to be doing in professional philosophy but also as an effort to characterize commitments and strategies I am influenced by and work with as a structural epistemologist. (shrink)

This study examined the relationship between psychopathy and two components of empathy including a cognitive component (e.g., perspective-taking ability) and an affective component (e.g., compassion) in a community sample. The Psychopathic Personality Inventory Short Form was used to assess psychopathy and several psychological measures were used to test empathy including the Interpersonal Reactivity Index, the Diagnostic Analysis of Nonverbal Accuracy-2, and the Test of Self Conscious Affect -3. Across instruments, psychopathy (as a unitary construct) appeared to be negligibly correlated (...) with perspective-taking scales and negatively correlated with the affective components of empathy. Findings indicated that the emotional deficits were noted most prominently for the behavioral component of psychopathy. Results also showed that higher psychopathy scores in community participants were linked to higher levels of antisocial conduct. (shrink)

In an ideal, ordered world, answering metaethical questions (such as “what is goodness?” and “how can we tell the good from the bad”) would lead to statements about morality (principles set out for making decisions, having intentions and taking actions). However, the world is not ideal or ordered, and in life principles for moral action are based on various beliefs, religions and cultures and most of all by the background of the actor him/herself. -/- This corresponds to the view (...) of the great German philosopher Frederik Nietzsche, who Simon Blackburn (Blackburn, 2005) refers to as the “arch debunker”. Blackburn rates Nietzsche as “currently the most influential of the great philosophers” and there is certainly an arguable case for that assessment. Nietzsche is regarded as the bad boy of philosophy, the writer who speaks the unspeakable. But his ideas have been taken up by philosophers who came after him like no other. His views (along with Kierkegaard’s) lead to existentialism. Heidegger based much of his writing on Nietzsche, and the questions Nietzsche raises (but does not necessarily answer) about epistemology, ethics, religion, psychology, and the way we live our lives are profound and still puzzle modern philosophers and social scientists. -/- This article reviews Nietzsche's profound thoughts on these issues. -/- . (shrink)

This paper takes the form of a series of sketches of 19th century Austrian political and intellectual history, allied with a number of more general reflections designed to contribute to our understanding of some of the peculiar characteristics of Austrian thought, particularly Austrian philosophy and economics, in the period in question.

In this essay we take stock of the shortcomings, successes, and promises of ‘biopolitics' to understand and frame global health crises such as COVID-19. We claim that rather than thinking in terms of a special relationship between Western modernity and biopolitics, it is better to look at a longer and more global histories of populations’ politics of life and health to situate present and future responses to ecological crises. Normatively, we argue for an affirmative biopolitics, that at once de-securitizes our (...) approach to our biosocial condition and expands the politics of the human estate to other molar and molecular dimensions. (shrink)

As noted by philosopher Robert Pasnau, “Our standard view of sound is incoherent” at best (Pasnau, 1999, p 309). A quick perusal of how we discuss and represent sound in our day-to-day language readily highlights several inconsistencies. Sound might be described roughly as emanating from the location of its material source (the ‘crack of the snare drum over there’ distal theory), as a disruption somewhere in the space in-between the sounding object and the listener (the ‘longitudinal compression waves in the (...) air’ medial theory), located with the hearer (the ‘inner sensations’ proximal theory), or perhaps entirely devoid of spatial characteristics (aspatial theory). Beyond these topographic ruminations on the location of sounds, more profound disagreements arise around what sorts of things sounds are. A broad array of theories treat sounds as events, as object-like particulars that travel through space, as properties of their sounding objects, etc., with many subtle ontological variations springing up along the way. -/- The philosophical plot further thickens as we expand from defining the ontology and spatial position of simple primary sounds to the phenomenon of echoes, with some theories arguably faring better than others. The focus here will be on Casey O’Callaghan’s formulation of sounds as disturbance events that bind primary sounds and their echoes together as one (O’Callaghan, 2007a, pp 126-127). In short, the claim is that echoes are identical to their associated primary sound and are not distinct sounds in their own right. Described as the ‘Primary Sound Account of Echoes’ (‘PSAE’) in Gregory Fowler’s ‘Against the Primary Sound Account of Echoes,’ the intricacies of this particular aspect of O’Callaghan’s theory of a primary sound’s connection to its echo bears considerably upon the workability of distal theories of sound in general (Fowler, 2013, p 466). -/- In this paper, I expand upon Fowler’s work by demonstrating additional instances where the PSAE fails to hold when subjected to increased scrutiny across a broader range of echo scenarios, presenting a significant issue for proponents of distal theories of sound. (shrink)

The Elementary Process Theory (EPT) is a collection of seven elementary process-physical principles that describe the individual processes by which interactions have to take place for repulsive gravity to exist. One of the two main problems of the EPT is that there is no proof that the four fundamental interactions (gravitational, electromagnetic, strong, and weak) as we know them can take place in the elementary processes described by the EPT. This paper sets forth the method by which it can be (...) proven that the EPT agrees with the knowledge that derives from the successful predictions of a modern interaction theory T. This determines a fundamentally new research program in theoretical physics. (shrink)

This paper aims to provide a general phenomenological framework for the study of digital experiences as technological praxis. This approach is built through a synthesis of the categories proper to different currents of thought such as Merleau-Ponty's bodily phenomenology, the postphenomenology of Don Ihde and his school, hermeneutics and information theories. These notes develop a progressive analysis of the phenomenal dimensions that take place in the user-device interaction, from the stimulus base to virtual recreations. Through the intersubjective relationship with the (...) machine, integrated to the user, the user produces and consumes the informative material that will become successive digital representations of himself and of reality as a whole. (shrink)

This work is a short compilation of notes from my own notebooks. It was shown at the Museum of Futures' annual visual literature exhibition for 2020 on the subject of notational literature and the (un)finished draft. The notes selected discuss note taking itself, art, and themes from my essays.

The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...) however, forces us to rethink the relation between university and world. Indeed, an easy nstrumentalization of the university for the purposes of society is no longer possible in troubled times when the future of society itself seems to be at stake. Nevertheless, urgent societal concerns do need to be addressed by the university. Hence, the disinterested position seems a highly irresponsible option. The aim of this dissertation is to reconsider the relation between the university and the world from an educational perspective by addressing the question “How to situate study in the relation between university and society?” The dissertation consists of three parts. In Part One, the existing literature on the relation between university and society will be discussed. The first chapter discerns two main approaches to this issue, namely the transcendental-philosophical approach (cf. the idea of the university) and the critical-sociological approach (cf. academic capitalism) that conceive of the university, respectively, as an idea and as an organization. By means of an excursus on the emergence of the university in the Middle Ages, the case is made for an ecological approach to the university. In the second chapter, the work of two authors who have recently adopted such an ecological approach is briefly presented. Whereas Ronald Barnett’s theory of the ecological university is situated more in the transcendental-philosophical tradition, Susan Wright’s investigations of the university in the knowledge ecology can be placed in the critical-sociological tradition. Both conceptions, however, are hinged on an institutional understanding of the university. In line with recent developments in social theory, namely the focus on practices, it is proposed to work towards an ecology of study practices. Part Two presents Isabelle Stengers’ idea of the ecology of practices. The third chapter elucidates Stengers’ work on scientific practices by first situating it within the so-called Science Wars, which provided the impetus to elaborate a theoretical framework for a civilized dialogue between scientists and the broader public. The basic tenets and concepts of her approach, such as the understanding of practice as a set of requirements and obligations, are presented, explained, and discussed. In the fourth chapter, the focus shifts from scientific practices to study practices. Assisted by Stengers’ writings on Whitehead’s speculative philosophy, this chapter aims to flesh out Whitehead’s description of the university as a ‘home of adventures’ in order to come to an educational understanding of the study practices of the university. A conceptual inquiry into how study practices activate certain worldly problems and turn them into matters of study is presented. Part Three develops the conceptual work on study practices further in relation to the activities of the Palestinian experimental university Campus in Camps. Chapter Five presents the work of Campus in Camps and explains how it relates to the theoretical discussion offered in the second part. On the basis of Stengers’ conception of practice, which discerns requirements and obligations as vital ingredients, this chapter argues that life in exile is what drives the study practices of Campus in Camps, and hence, that it is the issue of life in exile that participants are obligated to when they study. Whereas Chapter Five is focused on what is being studied in Campus in Camps, Chapter Six inquires in to the specific requirements its activities need to fulfill in order to be study practices; in other words, how the participants study. Four requirements are discerned that, taken together, seem indispensable to understand the study practices of Campus in Camps; namely, storytelling, comparing, mapmaking, and using. The concluding chapter returns to the research question and again takes up the main ideas developed in the dissertation, such as the adventure of study and the cohabitation of scientific and study practices in the university. The last two sections of the conclusion deal with two remaining issues of a more practical nature; namely, how to relate to institutionalization when working from a practice-theoretical point of view, and lastly the question of what can be done. In all, and returning to the initial problem, the dissertation asks what it means to conceive of the university as situated by and engaged with worldly questions. (shrink)

This article illustrates possible models and languages of morality, as well as the kinds of values, legitimations, and classifications that are connected to them. It takes Asian and European perspectives into account to reflect on the terminologies and taxonomies of doing or being good from a logical and semantical point of view. The argument is that mutual literacy of such terminologies and taxonomies is indispensable in order to achieve true ethical dialogue.

This book’s goal is to give an intellectual context for the following manuscript. -/- Includes bibliographical references and an index. Pages 1-123. 1). Philosophy. 2). Metaphysics. 3). Philosophy, German. 4). Philosophy, German -- 18th century. 5). Philosophy, German and Greek Influences Metaphysics. I. Hegel, Georg Wilhelm Friedrich -- 1770-1831 -- Das älteste Systemprogramm des deutschen Idealismus. II. Rosenzweig, Franz, -- 1886-1929. III. Schelling, Friedrich Wilhelm Joseph von, -- 1775-1854. IV. Hölderlin, Friedrich, -- 1770-1843. V. Ferrer, Daniel Fidel, 1952-. [Translation from (...) German into English of the-- Das älteste Systemprogramm des deutschen Idealismus.]. -/- Note: the manuscript is in the handwriting of G.W.F. Hegel, but the actual authorship is disputed. No date is given. Franz Rosenzweig made up the title as it is known today. He published the text in 1917. At that time, F. Rosenzweig thought F.W.J. Schelling was the author. No one has read this book for errors. As always, any errors, mistakes or oversights etc. are mine alone. Given a couple more years, I could improve this book. This is a philosophical translation and not a philological translation. Martin Luther who did the famous early translation of the Bible into German wrote in a letter, “If anyone does not like my translation, they can ignore it… (September 15, 1530)”. There are no ‘correct’ translations. Some are just better than other translations. -/- The Oldest Systematic Program of German Idealism. The German title is: Das Älteste Systemprogramm Des Deutschen Idealismus. This title was made up by Franz Rosenzweig in 1917, when he first published the manuscript. He found the manuscript in the Royal Library in Berlin in 1913. The manuscript suggested date is around 1796 and was done by handwriting research. However, the manuscript is not dated. The Prussian State Library auctioned in March 1913 from the auction of the house Liepmannssohn in Berlin a single sheet on the front and back with Hegel's cursive handwriting. The manuscript was lost during WWII. But Dieter Henrich found it again in 1979 in the “Biblioteka Jagiellonska” in Krakow (Poland), where it is today. Address: Jagiellonian Library, Jagiellonian University, al. Mickiewicza 22, 30-059 Cracow, Poland. Later research suggests that manuscript had come from the estate of Hegel’s student Friedrich Christoph Förster (1791-1868). He was one of the editors of Hegel’s posthumous works and most likely had access to a number of Hegel’s manuscripts. This text actually being one of them. Hegel traveled around Bohemia with Marie and Friedrich Christoph Förster around the year 1820-21 (see Klaus Vieweg). -/- Philosophical mystery -- who is the author or authors of this text? -/- Take a plunge into the deep and cold waters. Maybe a quagmire or quandary, but decidedly interesting. This project is to contextualize an old handwritten manuscript which is about 225 years old. The actual author is a mystery. I offer my own assessment. You can make your own assessments. The mystery has continued to unfold since 1917. There is plenty to read. Otherwise, think about the authorship and read more of the German philosophers and authors from this period and enjoy the depth of thinking and philosophizing. On one hand, there is just the sheer fun in the puzzle of the authorship questions; and on the other hand, these are the alluring thoughts that lead to the nascent stage of German Idealism and our intellectual heritage. There is no end to the accolades for this group of philosophers. A heritage that we still hear in in our attempts to move forward into our future. -/- Do your own astute exegesis (ἐξήγησις) as all paths are still open. Let your thought take to the wings of what is called thinking with this text. Critical encounters (Auseinandersetzung, or a Gegenüberstellung) with at least: Friedrich Hölderlin (1770-1843) Friedrich Wilhelm Joseph Schelling (1775-1854), and Georg Wilhelm Friedrich Hegel (1770-1831) --- starts here! German Idealism. We are not going to study this situation endlessly, instead we make some broad strokes and provide you a general context. You are allowed to read between the lines too. Goal: to understand the overall affinity and differences between the intellectuals of this period in German history; and to come to grips with this demanding text within its large scholarly context in the last 100 years. There are no final answers. (shrink)

Presented at Philosophy Across Disciplines Conference 2021, Newcastle University. -/- As noted by philosopher Robert Pasnau, “our standard view of sound is incoherent” at best. A quick perusal of how we discuss and represent sound in our day-to-day language readily highlights a number of inconsistencies. Sound might be described roughly as emanating from the location of its material source (the ‘crack of the snare drum over there’ distal theory), as a disruption somewhere in the space in-between the sounding object and (...) the listener (the ‘longitudinal compression waves in the air’ medial theory), located with the hearer (the ‘inner sensations’ proximal theory), or perhaps as devoid of spatial characteristics at all (aspatial theory). Beyond these topographic ruminations on the location of sounds, even deeper disagreements arise around just what sorts of things sounds are. A broad array of theories treat sounds as events, as object-like particulars that travel through space, as properties of their sounding objects, etc.—with many subtle ontological variations springing up along the way. The philosophical plot further thickens as we expand from defining the ontology and spatial position of simple primary sounds through to the phenomenon of echoes, with certain theories arguably faring better than others. We’ll focus here on Casey O’Callaghan’s formulation of sounds as disturbance events which bind primary sounds and their echoes together as one. In short, the claim that echoes are identical to their associated primary sound and are not distinct sounds in their own right. Described as the ‘Primary Sound Account of Echoes’ (‘PSAE’) in Gregory Fowler’s “Against the Primary Sound Account of Echoes,” the intricacies of this particular aspect of O’Callaghan’s theory of a primary sound’s connection to its echo bears greatly upon the workability of distal theories of sound in general. What I seek to achieve in this presentation is to illustrate how O’Callaghan’s PSAE fails when subjected to increased scrutiny across a broader range of echo scenarios, which in turn presents a significant issue for proponents of distal theories of sound. (shrink)

Sometimes mereologists have problems with counting. We often don't want to count the parts of maximally connected objects as full-fledged objects themselves, and we don't want to count discontinuous objects as parts of further, full-fledged objects. But whatever one takes "full-fledged object" to mean, the axioms and theorems of classical, extensional mereology commit us to the existence both of parts and of wholes – all on a par, included in the domain of quantification – and this makes mereology look counterintuitive (...) to various philosophers. In recent years, a proposal has been advanced to solve the tension between mereology and familiar ways of counting objects, under the label of Minimalist View . The Minimalist View may be summarized in the slogan: "Count x as an object iff it does not overlap with any y you have already counted as an object". The motto seems prima facie very promising but, we shall argue, when one looks at it more closely, it is not. On the contrary, the Minimalist View involves an ambiguity that can be solved in quite different directions. We argue that one resolution of the ambiguity makes it incompatible with mereology. This way, the Minimalist View can lend no support to mereology at all. We suggest that the Minimalist View can become compatible with mereology once its ambiguity is solved by interpreting it in what we call an epistemic or conceptual fashion: whereas mereology has full metaphysical import, the Minimalist View may account for our ways of selecting "conceptually salient" entities. But even once it is so disambiguated, it is doubtful that the Minimalist View can help to make mereology more palatable, for it cannot make it any more compatible with commonsensical ways of counting objects. (shrink)

I discuss a short string of five sentences in Metaphysics V.5, 1015b6-9 relating demonstration to necessity. My proposal is that Aristotle focuses his attention on the demonstration as a demonstration. Other interpretations reduce the necessity in question to the modality of the component sentences of the demonstrations (the conclusion and the premises). My view does not deny that the modality of the component sentences is important, but takes seriously the idea that a demonstration itself should be understood as necessary—as not (...) capable of being otherwise. A demonstration cannot be different from what it is in the sense that [i] its components cannot be different from what they are, [ii] its components must be related to each other exactly in the way they are related. Demonstrations aim at the fully appropriate explanation of a given explanandum—and each demonstration is individuated by the explanandum it takes. Thus, the basic idea is that, for the target explanandum that individuates a given demonstration, the premises delivering the fully appropriate explanation cannot be replaces with different ones. I show how this proposal, which explains Aristotle’s language in 1015b6-9 accurately, does not make demonstrations ‘melt down into conditional necessity’, first, because the modality of the component sentences is still importantly involved, second, because the explanatory relation expressed in a demonstration is a necessary fact in the real world, so that the demonstration itself is also necessary (in the way I have explained) inasmuch as it captures that fact. (shrink)

A first take, matured in later work, in modeling belief polarization.

My discussion in this essay begins with a short rehearsal of Kant’s approach to anthropology and history in order to provide the framework for my subsequent focus on the political commentary that has surrounded the Black Lives Matter movement. This movement presents the most recent political challenge to white America’s belief in the inevitability of progress and I am interested in the light that might be shed on this challenge when viewed through the lens of Enlightenment conceptions of not just (...) history, but cultural and racial fitness for progressive development. I conclude with suggestions for the direction a new political imaginary might take, one capable of acknowledging the real history of race in America even as it makes room for the still necessary role played by our hope for progress, and the possibility of an expanded moral horizon. (shrink)

This study assessed students’ personnel management and academic effectiveness in terms of punctuality to classes, time management, study habits, record keeping, attitudes during classes, note taking, attitudes towards assignment, examination results and attitudes towards co-curricular activities in Calabar Education Zone of Cross River State. Three null hypotheses were formulated accordingly to guide the study following a descriptive survey research design. Proportionate sampling technique was employed in selecting a sample of 1,934 students (representing 20%) from a population of 9,672 (...) students. Students’ Personnel Management and Academic Effectiveness Questionnaire (SPMAEQ) was used as an instrument for data collection. The instrument yielded reliability estimates of .86 and .93 for the independent and dependent variables using Split-half technique. The null hypotheses were all tested at .05 level of significance using Pearson Correlation Matrix with the aid of SPSS v25. Findings from the study revealed among others that; students' counseling, healthcare, and discipline management respectively, are significantly related to students' academic effectiveness in terms of punctuality to classes, time management, study habits, record keeping, attitudes during classes, note taking, attitudes towards assignment, examination results and attitudes towards co-curricular activities. It was concluded generally from the findings of this study that, there is a moderate positive relationship which is statistically significant between students’ personnel management and their academic effectiveness. It was recommended amongst others that; there should be adequate employment and supply of professional guidance counselors to all secondary schools to boost the psychological levels of students and make them emotionally prepared for academic and co-curricular activities in the school. (shrink)

All languages have unique morphemes as distinguishing features from other languages. Unique morpheme is a morpheme with typical features divergent from other morphemes or language morpheme in general. This study aims to explain the unique morphemes in Malay Language of Makassar dialect. The finding is useful for linguistic studies especially morphological studies of morphemes. This study used descriptive method data collection method used was listening method. The techniques were listening and engaged in conversation and notes-taking. The role of researcher (...) in listening and engaged in conversation technique was not only as listener but also took part in the conversation. In note-taking techniques the researcher recorded the conversations from the research objects. The results found that the The Malay language of Makassar dialect has unique morphemes, such as ka, ta, nu, ki. Na, ko-, etc. Unique morphemes in form of words are such as pale (only), sedeng (again), bela (that’s it), and so on. More unique morphemes of particles are mine-, ji-, pi-, pa-, mo-, etc. Using these unique morphemes before words would make different in sense of the words from using them after words. (shrink)

(1) In the first part of this paper, I review Chomsky's meandering journey from the formalism/mentalism of Syntactic Structures, through several methodological positions, to the minimalist theory of his latest work. Infected with mentalism from first to last, each and every position vitiates Chomsky's repeated claims that his theories will provide useful guidance to later theories in such fields as cognitive psychology and cognitive neuroscience. With the guidance of his insights, he claims, psychologists and neuroscientists will be able to avoid (...) costly dead-end lines of research. -/- (2) This never happened. As I have shown, this never could have happened. (See Johnston, 2018). What has happened, instead, is that current neurolinguistic research (with the arguable exception of the now-dated Lemma Model of Willem Levelt) proceeds without reference to Chomsky. It also wholeheartedly rejects the mentalism of the associated Language of Thought theory of Jerry Fodor. (See Johnston, 2018). -/- (3) I make this argument in the first part of this paper. I would also like to point out that most of my argument was developed in 1972, when I was a graduate student. I know of no other sustained criticisms of Chomsky at that time, and certainly none along the lines I had developed back then. -/- (4) In the second part of this paper, I present my own account of the methodology of science. When I was a graduate student, philosophy of science was dominated by an attempt to describe a methodology common to all the specific sciences, i.e. Hempel’s deductive-nomological model. These days, Hempel’s emphasis on the methodological unity of science has been rejected by such “dis-unity” philosophers of science as Ian Hacking, Patrick Suppes and Nancy Cartwright (see Cat, 2021). -/- (5) I view this change as the swing of a pendulum or, to change the metaphor, a journey from one end point of a continuum to another. As the level of abstraction at which one tries to describe scientific method is raised, the descriptions become increasingly general. Whether or not unity-of-science theories become so general as to be vacuous, is ultimately a subjective judgment. And so I expect that philosophers will eventually become tired of increasingly specific “close to the workbench” descriptions of how scientists work, and begin to turn back to methodological “big pictures”, finding in them powerful abstractions rather than empty irrelevancies. -/- (6) In the second part of this paper, I present my own account of the methodology of science, which I would situate somewhere between the “unity” and “dis-unity” accounts. However, I am not a scientist. My own views about scientific method have three origins: -/- (6a) my work as a graduate student from 1966 until I passed my comprehensive exams in 1973 (at a different university); -/- (6b) reading every issue of Scientific American from 1972 until nearly 2000, (at which point I continued to read it only sporadically, since I concluded that, around that time, it had evolved from a serious science magazine to a popular science magazine); and -/- (6c) my three-year immersion in the cognitive neuroscience of language after I retired, based on repeated study of and note-taking for (Banesh & Compton, 2018), (Kemmerer, 2015), several other books and, finally, numerous articles not hidden behind a paywall. -/- So, as always with my writings: caveat emptor. (shrink)

EAP course teaches how the program concerns and provides us with a valuable way of organizing our thinking about conceptual disciplinary within the particular community. The area of EAP is referred with genres. The process of writing academically requires creating a text where the writer takes it for granted the reader is about to recognize. To group texts together, writers utilize language in order to respond to recurring situations and this case is +represented with the term genre.

ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...) in several university summer programs. -/- As a Visiting Professor of Foreign Languages, I recently had a glorious opportunity to innovate curriculum and teaching techniques in an East Asian university classroom. Under the auspices of teaching senior level thematic courses in English as a Foreign Language, or more specifically, “storytelling,” I was blessed with the opportunity to innovate both on the level of curriculum and pedagogy. -/- But let me backtrack to set up my story from the start. All of this began in a children’s ESL class at a private language institute where I was given some newly formed intermediate level English classes for middle school students on a new campus that had yet to form a library. While waiting for my standard textbooks to arrive I began innovating with one of my own childrens’ stories titled The Tale of the Purple People Eater (a three page mythic story written in the late 90s. Please see appendix). In working with this story, because I envisioned presenting it orally (from memory) at first as a way to introduce students to memory arts exercises, I was compelled to read it over many times, which, to my surprise revealed a troubling feature: it was riddled with contradictions in every paragraph. At any rate, with the middle school aged students I only touched on this feature very briefly and focused more on language acquisition exercises. The tale nevertheless impressed upon me this bizarre aspect of language where a story can appear naturally cogent on the surface, but can also come apart at the seems if taken “literally.” Hence, later while teaching Storytelling in university with a rather dry textbook, I was invited to supplement the class with exercises of my own. Here I was curious to try work shopping the ‘Tale of The Purple People Eater’ with young adults. This involved three stages: 1) Memory work — or engaging with the unpublished story orally; 2) Exploring the contradictory nature of language and thought; 3) Probing the “deeply-symbolic” nature of meaning. -/- Of course, all of these levels have a long history of precedence in our civilization. Memory arts — though defunct now — had been highly developed in the ancient world, not least among bards who performed oral recitations from memory of the entire Illiad and Odyssey. Dialectics — now transmuted into the debate for show and prizes — had a deeper epistemological mission to discover truth and achieve enlightenment (i.e. Socrates, Boethius and St-Augustine). And if it could not be done via contradictory-prone rationality, it would do it by re-attaching or re-membering broken meanings via the sym-bol (“throwing together”), as per our lineage of platonic poets who created a world compelling enough to make us ask where Jesus went during his (underworld journey) three days in the crypt? Or, and, on what terrain did Dante travel? -/- Lets look at all three: Memory work can be very simple: it amounts to an oral recitation of the story in class followed by a homework assignment wherein the students are asked to reproduce the story (in writing) from memory. They can then compare ‘notes’ in class and by working in groups attempt to produce one version per group of the story in question. In this way we invite them to engage with ‘live’ stories as did our oral-history ancestors. Likewise, by writing it down (“for the first time”) they are re-living the act of our first bardic writer(s) who wove together a collection of competing versions of a popular legend to produce a standard. Very primal work! If Plato thought that writing meant the end of memory in his time, imagine what smart phones are doing to memory now. Contradictions too are easy to work with. It suffices to project a written version of the teacher’s story on the classroom screen — no note taking! — and let students have ample time to read it over and over, at first to check with their own memorized version, and later to seek out logical contradictions in the prose. Any way to ‘repair’ the story? Does it lose credibility because of contradictions? Can it be real without being true? Can it be true without being real? Do reality (L. res = matter) and truth (Gk. a-leithea = un-forgetting) etymologically speaking, share the same domain? -/- Further, if below the surface-meaning the story falls apart, its apparent mythical meaning immediately is called into question. This is a good time to ask the students to propose a (deeper) interpretation. On the surface, the obvious meaning of the Tale of the Purple People Eater, a world in which a purple ogre predatorily feasted on the purple race of the United Peoples of Benetton (a multi-racial nation representing every “skin colour of the rainbow”), revolves around racism, and indeed everyone save for one, thought the story was about racism. -/- I, the author, had the challenge of discovering the deeper meaning of my own story. Because it was written inspirationally one morning, the way we might record the memory of a dream from the night before in a journal, I also was ignorant of the story’s meaning. As luck would have it, a few days before I was to give my class feedback on their interpretations, a meditation on the color “purple” led to the book “The Color Purple” which I first heard of from a friend who, in my reply to a question about the book she was reading (in 1985), summarized it succinctly in one sentence about a black woman’s sexual awakening and liberation. I quickly got the book from the university library as well as the film which I viewed several times before my next class. -/- To my utter amazement, after reading the Tale of the Purple People Eater in light of the Color Purple and adjusting the meaning of color in the tale from the color of people’s complexion to the “color of people’s souls” (to commensurate with the film) as depicted in their clothing and other accoutrements (e.g. automobiles) as reflective of the “health of their souls” (white for revolt, purple for majesty, etc…) where the enslaved Celie is surrounded by drab lifeless colors in the beginning of the film in contrast to the liberated woman she has become in the end of the story symbolized by the extraordinary intensity of the purple shawl that bedecks her like an African queen, the tale can be considered, in part, as a kind of back story of the inner evolution of the book’s and film’s protagonist. -/- Many other cross-polenised metaphors come to the fore: Hippocrates in the tale is the mail man in the film; St-Yves anti-ageing gel is a metaphor for remaining in “childhood (sexual) slavery”; the Ex-Thrax vaccine is the spiritual laxative in the form of letters from Africa (from Ex-Lax and Thrace, a “wild place”) that eases Celie out of her yoke; the egg-shaped conference table with the pointy end in the tale is the kitchen table in the last meeting where Celie threatens her husband with the pointy end of the knife in the film… -/- Of course, the students could not be expected to decode the meaning of a story of this nature whose collective unconscious connotations the author himself had to go to great lengths to excavate almost like a detective of the subconscious. What was important here was the shared engagement between mind and narrative and how it acted as a vehicle for 1) re-membering, 2) becoming aware that all language is a metaphorical cover and 3) that the deep symbol and fused metaphor are divided not by external time and space but by external reality (in the Latin sense, res) and internal truth (in the Greek sense, aleithea). Myth then, in its highest meaning is a hybrid form (of these two) of narrative. Hence both parts real and true. (shrink)

[Author note: There is a video explainer of this paper on youtube at the new work in philosophy channel (search for surname+deepfakes).] -/- It is widely thought that deepfake videos are a significant and unprecedented threat to our epistemic practices. In some writing about deepfakes, manipulated videos appear as the harbingers of an unprecedented _epistemic apocalypse_. In this paper I want to take a critical look at some of the more catastrophic predictions about deepfake videos. I will argue for (...) three claims: (1) that once we recognise the role of social norms in the epistemology of recordings, deepfakes are much less concerning, (2) that the history of photographic manipulation reveals some important precedents, correcting claims about the novelty of deepfakes, and (3) that proposed solutions to deepfakes have been overly focused on technological interventions. My overall goal is not so much to argue that deepfakes are not a problem, but to argue that behind concerns around deepfakes lie a more general class of social problems about the organisation of our epistemic practices. (shrink)

All languages have unique morphemes as distinguishing features from other languages. Unique morpheme is a morpheme with typical features divergent from other morphemes or language morpheme in general. This study aims to explain the unique morphemes in Malay Language of Makassar dialect. The finding is useful for linguistic studies especially morphological studies of morphemes. This study used descriptive method data collection method used was listening method. The techniques were listening and engaged in conversation and notes-taking. The role of researcher (...) in listening and engaged in conversation technique was not only as listener but also took part in the conversation. In note-taking techniques the researcher recorded the conversations from the research objects. The results found that the The Malay language of Makassar dialect has unique morphemes, such as ka, ta, nu, ki. Na, ko-, etc. Unique morphemes in form of words are such as pale (only), sedeng (again), bela (that’s it), and so on. More unique morphemes of particles are mine-, ji-, pi-, pa-, mo-, etc. Using these unique morphemes before words would make different in sense of the words from using them after words. (shrink)

NOTE: this is a substantial revision of a previously uploaded draft. Intuitions are often thought of as inputs to theoretical reasoning. For example, you might form a belief by taking an intuition at face value, or you might take your intuitions as starting points in the method of reflective equilibrium. The aim of this paper is to argue that in addition to these roles intuitions also play action-guiding roles. The argument proceeds by reflection on the transmission of justification (...) through inference. According to inferential internalists, in order to gain justification for believing the conclusion of an argument by inferring it from the premises in that argument one must “see” that the premises support the conclusion. I motivate this view and endorse the idea that one’s “seeing” such a support relation consists of one’s having an intuition. In a number of recent papers, Paul Boghossian has pressed a regress argument against inferential internalism inspired by Lewis Carroll’s dialogue “What the Tortoise Said to Achilles.” I develop a response to Bogossian’s argument according to which intuitions work like mental imperatives and inferences are mental actions performed by obeying them. After developing this response to Boghossian’s argument, I take up the question of what it is in virtue of which intuitions play a guidance role, when they do so. (shrink)

[Note: articles 1-5 are in English; Intro, Discussion, and Conclusion are in Portuguese.] Responsibility practices that are part of our daily lives involve, among other things, standards about how one should praise, blame, or punish people for their actions, as well as particular acts that follow those standards to a greater or lesser extent. A classical question in philosophy asks whether human beings can actually be morally responsible for what they do. This dissertation argues that addressing this classical question (...) is insufficient if one wants the investigation of moral responsibility to serve the goal of improving ordinary responsibility practices. As an alternative, I offer directions for an interdisciplinary investigation that I take to be in a better position to promote that goal. My argument is developed in five articles and a discussion section. The first four articles describe limitations of skeptical views, which deny the existence of moral responsibility. The first article assesses a skeptical argument based on results from neuroscience that intends to show that there is no free will. I argue that a premise in the argument—which says that choices are determined by events in the brain—is not supported by the available results. The second article argues that, despite the fact that existent results do not show that choices are determined by brain events, further studies in neuroscience could in principle do that. The third article begins the discussion of limitations that concern the implementability of some of the changes in responsibility practices recommended in skeptical approaches. Specifically, I describe challenges that attempts to reduce the severity of legal punishment are likely to face due to psychological facts about belief in free will and desire to punish. The forth article presents results from an original experiment that sought to test a hypothesis about the workings of belief in free will and the desire to punish, namely the hypothesis that the desire to punish causally affects beliefs about free will. Results failed to support the hypothesis. Finally, the fifth article presents what I call the enhancement model, i.e., a proposal about how to structure an interdisciplinary investigation that can promote the enhancement of ordinary responsibility practices. The final discussion section shows how the enhancement model overcomes some of the limitations of recent discussions about the existence of moral responsibility, which includes not just the skeptical views considered in earlier articles, but also views that affirm the existence of moral responsibility and free will. The central claim of this dissertation, therefore, is that the investigation of moral responsibility can be rearranged so as to further the goal of improving ordinary responsibility practices. (shrink)

Reading, taking notes, and holding study sessions are all examples of routine, habitual study behaviors that pupils engage in to fulfill the learning objective. This study was conducted to the two hundred-five (n=205) grade 6 pupils at Malitbog 1 District, Division of Bukidnon, School Year 2022-2023. It attempted to answer the level of pupils’ study habits and academic performance and determine the significant relationship between the study habits and academic performance. The study utilized the descriptive-correlational research design with documentary (...) analysis and used an adapted and modified questionnaire to gather the necessary data to answer the specific questions of the study. Purposive sampling was employed to determine the respondents. Mean, Standard Deviation, Frequency, Percentage and Pearson Product Moment Correlation Coefficient or Pearson r were used as statistical tools. Results revealed that pupils’ overall level of study habits was high while their overall academic performance was at very satisfactory level. Significant correlation was registered between pupils’ study habits and their academic performance. Thus, teachers, parents and stakeholders may collaborate with each other to create and conduct activities that will continue to enhance and improve the pupils study habits to improve their academic performance. (shrink)

We take kelp as material entities immersed in a multitude of relations with other creatures (for whom kelp serves as both nourishment and shelter) and inorganic elements of the milieu it resides in, on the one hand, and as a figuration: a material-semiotic “map of contestable worlds” that encompasses entangled threads of “knowledge, practice and power” (Haraway 1997, 11) in its local and global sense, on the other. While drawing on our field notes from the congress and feminist posthumanities and (...) environmental humanities literatures (e.g. Alaimo 2016; Åsberg & Braidotti 2018; Sandilands & Erickson 2010; Iovino & Opperman 2014) – with a special focus on the so-called blue humanities/oceanic humanities (e.g. DeLoughrey 2019) – that unpack human/nonhuman relations in the context of the current environmental crisis and the accompanying “slow violence” (Nixon 2011), we mobilise a reflection on and make a proposal for “thinking with kelp” as a multi-faceted methodology of transversal and transdisciplinary knowledge production and practices: situated (Haraway 1988), enfleshed, transcorporeal (Alaimo 2010), collaborative, and committed to an ethics of multispecies response-ability (Haraway 2008). (shrink)

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing. Are the media employed in university study practices mere accessories, or rather constitutive of these practices? While this seems to be a purely theoretical question, its practical implications are wide and concern whether such a thing as a ‘digital university’ is possible. The 'digital university' has been, for a long time, a theoretical (...) construct. However, in the aftermath of the Covid-19 pandemic, moving the university into the digital realm has become a necessity. The difficulties in transitioning to an online university during the 2020 pandemic showed the increased urgency of the questions explored in this book. -/- The book describes lecturing and academic writing through the lens of a phenomenology of gestures and arrives at a description of the experience of university thinking as expanding the subject’s range of experiences about the world and about one’s modes of thinking about the world. The media configuration characteristic for university study practices is a movement of rendering inoperative one medium through another medium so that thinking can emerge, a movement called ‘mediatic displacement’. The question of the digital university becomes then a question whether mediatic displacement is possible on a digital screen. Although this is conceivable, digital technologies are still relatively new, and we are not used to playing with them in a profanatory way as the book discusses through the example of videoconferencing and MOOCs. The promise of the digital university seems to remain utopian until we figure out how to enact the techniques of mediatic displacement currently flourishing at the physical university. (shrink)

This note is part of a discussion of Mark Solm's 'The Conscious Id'. -/- It seconds Solms' claim that recent work in neuroscience indicates that the subcortical mechanisms that generate motives also generate consciousness, and that his enables us to integrate neuroscience with the Freudian Ego and Id. -/- Still this is not reason to regard the Id as conscious. If we take full account of the role of conflict, as described in terms of the Freudian superego, we can (...) see that the complex role of aggression in human life ensures that much of our emotional life is unconscious. (shrink)

We take kelp as material entities immersed in a multitude of relations with other creatures (for whom kelp serves as both nourishment and shelter) and inorganic elements of the milieu it resides in, on the one hand, and as a figuration: a material-semiotic “map of contestable worlds” that encompasses entangled threads of “knowledge, practice and power” (Haraway 1997, 11) in its local and global sense, on the other. While drawing on our field notes from the congress and feminist posthumanities and (...) environmental humanities literatures (e.g. Alaimo 2016; Åsberg & Braidotti 2018; Sandilands & Erickson 2010; Iovino & Opperman 2014) – with a special focus on the so-called blue humanities/oceanic humanities (e.g. DeLoughrey 2019) – that unpack human/nonhuman relations in the context of the current environmental crisis and the accompanying “slow violence” (Nixon 2011), we mobilise a reflection on and make a proposal for “thinking with kelp” as a multi-faceted methodology of transversal and transdisciplinary knowledge production and practices: situated (Haraway 1988), enfleshed, transcorporeal (Alaimo 2010), collaborative, and committed to an ethics of multispecies response-ability (Haraway 2008). (shrink)

*Note that this project is now being developed in joint work with Rich Woodward* -/- Some things are left open by a work of fiction. What colour were the hero’s eyes? How many hairs are on her head? Did the hero get shot in the final scene, or did the jailor complete his journey to redemption and shoot into the air? Are the ghosts that appear real, or a delusion? Where fictions are open or incomplete in this way, we (...) can ask what attitudes it’s appropriate (or permissible) to take to the propositions in question, in engaging with the fiction. In Mimesis as Make-Believe (henceforth, MMB), Walton argues that just as truth norms belief, truth-in-fiction norms imagination. Granting that what is true-in-the-fiction should be imagined, and what is false-in-the-fiction is not to be imagined, there remains the question of what to say within the Waltonian framework about things that are neither true- nor false-in-the-fiction---the loci of incompleteness. (shrink)

*These notes were folded into the published paper "Probability and nonclassical logic*. Revising semantics and logic has consequences for the theory of mind. Standard formal treatments of rational belief and desire make classical assumptions. If we are to challenge the presuppositions, we indicate what is kind of theory is going to take their place. Consider probability theory interpreted as an account of ideal partial belief. But if some propositions are neither true nor false, or are half true, or whatever—then it’s (...) far from clear that our degrees of belief in it and its negation should sum to 1, as classical probability theory requires (?, cf.). There are extant proposals in the literature for generalizing (categorical) probability theory to a non-classical setting, and we will use these below. But subjective probabilities themselves stand in functional relations to other mental states, and we need to trace the knock-on consequences of revisionism for this interrelationship (arguably, degrees of belief only count as kinds of belief in virtue of standing in these functional relationships). (shrink)

NOTE: This paper is a reworking of some aspects of an earlier paper – ‘What else justification could be’ and also an early draft of chapter 2 of Between Probability and Certainty. I'm leaving it online as it has a couple of citations and there is some material here which didn't make it into the book (and which I may yet try to develop elsewhere). My concern in this paper is with a certain, pervasive picture of epistemic justification. On (...) this picture, acquiring justification for believing something is essentially a matter of minimising one’s risk of error – so one is justified in believing something just in case it is sufficiently likely, given one’s evidence, to be true. This view is motivated by an admittedly natural thought: If we want to be fallibilists about justification then we shouldn’t demand that something be certain – that we completely eliminate error risk – before we can be justified in believing it. But if justification does not require the complete elimination of error risk, then what could it possibly require if not its minimisation? If justification does not require epistemic certainty then what could it possibly require if not epistemic likelihood? When all is said and done, I’m not sure that I can offer satisfactory answers to these questions – but I will attempt to trace out some possible answers here. The alternative picture that I’ll outline makes use of a notion of normalcy that I take to be irreducible to notions of statistical frequency or predominance. (shrink)

Note: This draft was updated on November 10, 2020. Discussing federal statutes, Justice Scalia tells us that “[t]he stark reality is that the only thing that one can say for sure was agreed to by both houses and the president (on signing the bill) is the text of the statute. The rest is legal fiction." How should we take this claim? If we take "text" to mean the printed text, that text without more is just a series of marks. (...) If instead we take "text" (as we must) to refer to something off the page such as the "meaning" of the series of marks at issue, what is that meaning and how do we know that all the legislators "agreed" on that "meaning"? In seeking answers here, we necessarily delve into semiotics (i.e., the “general theory of signs”) by noting that meaningful ink marks ("signifiers) signify a meaning beyond themselves (the "signified.") Thus, understanding how signs function is integral to lawyers' textual and linguistic analysis. Additionally, as this article demonstrates, legal analysis and rhetoric are much impoverished if lawyers ignore nonverbal signs such as icons, indices, and nonverbal symbols. In providing a broad overview of semiotics for lawyers, this article thus (1) begins with a general definition of signs and the related notion of intentionality. It then turns to, among other things, (2) the structure and concomitants of signs in more detail (including the signifier and the signified), (3) the possible correlations of the signifier and the signified that generate signs of interest to lawyers such as the index, the icon, and the symbol; (5) the expansion of legal rhetoric through use of the index, the icon, and the non-verbal as well as the verbal symbol, (6) the nature of various semiotic acts in public and private law (including assertives, commissives, directives, and verdictives); (7) the interpretation and construction of semiotic acts (including contracts as commissives and legislation as directives); (8) the role of speaker or reader meaning in the interpretation and construction of semiotic acts; (9) the semiotics of meaning, time, and the fixation of meaning debate; (10) the impact of signifier drift; (11) the distinction between sense and understanding; and (12) some brief reflections on semiotics and the First Amendment. This article also provides an Appendix of further terms and concepts useful to lawyers in their explorations of semiotics. (shrink)

This research note argues that political theorists of refuge ought to consider the experiences of refugees after they have received asylum in the Global North. Currently, much of the literature concerning the duties of states towards refugees implicitly adopts a blanket approach, rather than considering how varied identities may affect the remedies available to displaced people. Given the prevalence of racism, xenophobia, and homophobia in the Global North, and the growing norm of dissident persecution in foreign territory, protection is (...) not guaranteed after either territorial or legal admission. This research note considers the case of LGBTQ refugees in order to demonstrate the analytical potential of more inclusive and diverse normative approaches. Taking the origin and extension of harm seriously requires a conceptualization of sanctuary after asylum that accurately reflects the experiences of the displaced. In doing so, questions arise regarding the nature and efficacy of territorial asylum. (shrink)

The article takes as its starting point the work of Tomas Kulka on Kitsch and Art to further a philosophical move aiming at the very logical core of the question of art. In conclusion, the idea of Singular Rule is offered as capturing the defining logic of art. In so doing, the logical structure of a singular rule is uncovered and in that also the sense in which the idea of singular rule both explains and justifies the role that art (...) plays in our life. In his Kitsch and Art Tomas Kulka extends Karl Popper's refutation principle in science to the arts. He asks of a true work of art to be open to “refutation” by way of evaluating it against its own admissible alterations or variations. An admissible alteration according to Kulka is a change or a modification of the work that does not “shatter its basic perceptual gestalt”. In considering alterations that are aesthetically better, worse or neutral with respect to the original picture, Kulka offers us a rational reconstruction of key aesthetics concepts such as unity, complexity and intensity. His reconstruction will show that a work of kitsch does not qualify as art in direct analogy to a proposition that cannot qualify as scientific if it is not refutable. Kitsch cannot be “refuted” by any of its possible alterations as they are all of equal aesthetic value. This explains the aura of empty perfectionism that accompanies the experience of kitsch since the work of kitsch does not carry any promise for improvement nor does it show itself superior to any of its possible alterations. Notwithstanding Kulka’s novel analysis, its premise we must note is grounded in the work of art impressing on us a single basic perceptual gestalt with respect to which an alteration can qualify as admissible. But in acknowledging the possibility of a gestalt-switch or the fact that the work of art can impress on us a variety of mutually-exclusive perceptual gestalts, Kulka's analysis loses the logical anchor necessary for it to work. However, in what might look at first sight as an unrecoverable logical deficiency, we find an anchor to a novel analysis to the question of art. This is our analysis to the idea of art as a singular rule. Indeed, the concept of a singular rule - a rule onto itself which has exclusively itself as its own argument - must strike us as paradoxical. But in offering to reconstruct the work of art through the complementary concepts of background and figure - to match respectively the how and the what of the work - we are able to provide a structural resolution to the idea of singular rule as what defines art. In this we believe we deliver a definitive answer to the question of art. (shrink)